Affective knowledge versus affective pedagogy: the case of native grammar learning     

Steph Ainsworth  Huw Bell 《Cambridge Journal of Education》2020,50(5):597-614

ABSTRACT

In recent years, there has been growing interest in the role of affect within education. Within this paper, the authors make a distinction between affective pedagogy, which they refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which they refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, they explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. They argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. They also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.  相似文献   

Equipping young people to choose non-violence: a violence reduction programme to understand violence,its effects,where it comes from and how to prevent it     

Ainsworth Darby 《Emotional and Behavioural Difficulties》2013,18(4):450-451

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Utility of the Youth Compendium of Physical Activities     

Barbara E. Ainsworth  Kathleen B. Watson  Kate Ridley  Karin A. Pfeiffer  Stephen D. Herrmann  Scott E. Crouter 《Research quarterly for exercise and sport》2018,89(3):273-281

Purpose: The purposes of this article are to: (a) describe the rationale and development of the Youth Compendium of Physical Activities (Youth Compendium); and (b) discuss the utility of the Youth Compendium for audiences in research, education, community, health care, public health, and the private sector. Methods: The Youth Compendium provides a list of 196 physical activities (PA) categorized by activity types, specific activities, and metabolic costs (youth metabolic equivalents of task [MET_y]) as measured by indirect calorimetry. The utility of the Youth Compendium was assessed by describing ways in which it can be used by a variety of audiences. Results: Researchers can use MET_y values to estimate PA levels and determine changes in PA in intervention studies. Educators can ask students to complete PA records to determine time spent in physical activities and to identify health-enhancing activities for classroom PA breaks. Community leaders, parents, and health care professionals can identify activity types that promote healthful behaviors. Public health agencies can use the MET_y values for surveillance and as a resource to inform progress toward meeting national physical activity guidelines. Applications for the private sector include the use of MET_y in PA trackers and other applications. Conclusion: The National Collaborative on Childhood Obesity Research Web site presents the Youth Compendium and related materials to facilitate measurement of the energy cost of nearly 200 physical activities in children and youth. The Youth Compendium provides a way to standardize energy costs in children and youth and has application for a wide variety of audiences.  相似文献   

An application of legendre functions in the inversion of a Hilbert Matrix     

O.R. Ainsworth  C.K. Liu 《Journal of The Franklin Institute》1975,299(4):297-299

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Armed forces NSPI news net     

Jack L. Ainsworth 《Performance Improvement》1982,21(4):35-35

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Patterns of physical activity and overweight among 7-13-year-old Russian children: a 7-year nationally representative monitoring study     

Tudor-Locke C  Ainsworth BE  Popkin BM 《Research quarterly for exercise and sport》2008,79(1):10-17

This is a repeated cross-sectional study of overweight and physical activity (PA) and inactivity patterns of successive samples of 7-13-year-old Russian children who were surveyed six times between 1995 and 2002 as part of the Russian Longitudinal Monitoring Survey. This analysis focused on moderate/vigorous (MOD/VIG) PA (e.g., active commuting to school, during school MOD/VIG PA as part of physical education classes, and/or before/after school MOD/VIG PA) and inactivity patterns (e.g, television viewing habits) obtained through parent proxy-reports of 3,507 boys (M age = 10.1 years, SD = 2.0; body mass index = 17.5 kg/m2, SD = 3.0) and 3,273 girls (M age = 10.1 years, SD = 2.0; body mass index = 17.2 kg/m2, SD = 3.0). Time spent in MOD/VIG PA appears to be on the rise, while the proportion of those actively commuting to school is decreasing, especially among girls.  相似文献   

Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings     

Stamatina Anastopoulou  Mike Sharples  Shaaron Ainsworth  Charles Crook  Claire O'Malley  Michael Wright 《International Journal of Science Education》2013,35(2):251-273

In this paper, a novel approach to engaging students in personal inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the inquiry process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the students and their teacher, is provided. The outcomes showed that students were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the ‘sweet spot’ between scientifically objective but unengaging inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.  相似文献   

Using an action learning set (ALS) to support the nurse and allied health professional consultant role     

Janet Richardson  Roberta Ainsworth  Rhoda Allison  Jo Billyard  Reine Corley  Jane Viner 《Action Learning: Research and Practice》2008,5(1):65-77

Advanced clinical practice roles are now an integral feature of many healthcare services and have been adopted in a diversity of areas. However, mentoring of these roles is not well documented in the literature and formal mechanisms of support are limited. An action learning set (ALS) was developed to provide support for consultants currently in post. The purpose was to facilitate clinicians in developing and meeting the demands of these posts by providing peer supervision, identifying strategies for leading service developments, providing a focus for problem solving and reflection. The ALS meets bi-monthly and is externally facilitated with the option to attend individual sessions with the facilitator. Participants also completed questionnaires measuring coping skills and stress, which were fed back in the individual sessions, providing opportunity for further opportunities for reflection. Initial evaluation was conducted formally using a structured questionnaire and reflective accounts, and provided evidence of the value of the ALS and an indication of how the criteria for success were being met, with greatest achievement reported in the area of work–life balance. The evaluation demonstrates the ongoing value of this ALS and the effectiveness of this method of supporting senior clinical staff.  相似文献   

Newman's Objection     

Ainsworth  Peter M. 《The British journal for the philosophy of science》2009,60(1):135-171

This paper is a review of work on Newman's objection to epistemicstructural realism (ESR). In Section 2, a brief statement ofESR is provided. In Section 3, Newman's objection and its recentvariants are outlined. In Section 4, two responses that arguethat the objection can be evaded by abandoning the Ramsey-sentenceapproach to ESR are considered. In Section 5, three responsesthat have been put forward specifically to rescue the Ramsey-sentenceapproach to ESR from the modern versions of the objection arediscussed. Finally, in Section 6, three responses are consideredthat are neutral with respect to one's approach to ESR and allargue (in different ways) that the objection can be evaded byintroducing the notion that some relations/structures are privilegedover others. It is concluded that none of these suggestionsis an adequate response to Newman's objection, which thereforeremains a serious problem for ESRists.

1. Introduction
2. EpistemicStructural Realism

   2.1 Ramsey-sentences and ESR

   2.2WESR andSESR

3. The Objection

   3.1 Newman's version

   3.2 Demopoulosand Friedman'sand Ketland's versions

4. Replies that Abandonthe Ramsey-Sentence Approach to ESR

   4.1Redhead's reply

   4.2French and Ladyman's reply

5. Replies Designed to Rescue theRamsey-Sentence Approach

   5.1Zahar's reply

   5.2 Cruse's reply

   5.3 Melia and Saatsi's reply

6. Replies that Argue thatSome Structures/Relations are Privileged

   6.1 A Carnapian reply

   6.2 Votsis' reply

   6.3 The Merrill/Lewis/Psillosreply

7. Summary

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Brain gain     

Cohen P  Ainsworth C 《New scientist (1971)》2001,170(2297):5

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